LSG - COMPUTER & MEDIA COSTING ONLY -CPC Discussion 2/5/02

Impact of LSG Technology Equipment on Future

Funding

New C/W Tech Initiatives - One Time Funding �eeded Ability to Fund C/W Tech Based on LSG Replacement

New Replacement Funding Per Year - From Growth $

Cumulative Replacement Funding Replacement Funding for New C/W Tech Initiatives Replacement Funding for LSG Technology

Item Computer Classroom (Bio Sci) Wet Lab Computers - Bio Sci (6 student + 1 instructor x6)

Video Presentation/ Labs & Classrooms - All Departments (12@ $10K ea.) Additional misc. equipment & installation charges Server - Bio Sci

I TOTALS

Use of Technology Equipment reserves

Educational Programs Funding

3/5/2002

Computer & Media Costing Only Page 1

One-Year Two-Year Three-Year Four-Year Four-Year Total

$200,000 $200,000 $200,000 $200,000 $800,000 $140,000 $140,000 $140,000 $140,000 $560,000

$50,000 $50,000 $50,000 $50,000 $200,000 $50,000 $100,000 $150,000 $200,000 $500,000 $35,000 $70,000 $105,000 $155,000 $365,000 $15,000 $30,000 $45,000 $45,000 $135,000

Amount Amount Needed Allocated Budget Source Ongoing/yr. Comments

$75,000 $30,000 ITC/OTC Set-aside $18,750

$75,000 $0 $18,750 Regular

Educational Equipment $90,094 $0 Programs $22,524 Replacement $12,000 $0 One-Time $30,000 $0 $7,500

$282,094 $30,000 $67,524

ONGOING $162,000 $30,000 Tech $ Needed $45,000

ONGOING Equipment$

$90,094 Needed $22,524

JUSTIFICATION FOR THE USE OF GROWTH FUNDS TO

ESTABLISH A NEW EDUCATIONAL APPLICATIONS

ADMINISTRATOR TO PROVIDE TECHNICAL SUPPORT

FOR CAMPUS PIPELINE AND WEBCT AND A NEW ICLC

POSITION FOR THE BIOLOGY COMPUTER LAB IN THE

REMODELED EARTH AND BIOLOGICAL SCIENCES

BUILDING

ICLC position: $50,000 from growth funds. Growth funds will be used to pay for a 12 month, full-time instructional computer laboratory coordinator for the new 30-station computer lab in the remodeled LSG building (the name of the building will be changed to Earth and Biological Sciences). The computer lab will enable the college to expand the number of biology classes with lab sections it offers to meet student demand. The lab will also enable the Biology department to incorporate computer simulations and modeling into its laboratories. This will provide students with the same type of education experiences they would receive if they attended a UC or CSU campus. In addition to allowing for the expansion of course offerings, the new computer lab will generate in excess of 90 FTES per year in zero unit lab hours and Census-based FTES. It will also provide access to computers for students enrolled in the growing number of web-based biology courses.

In addition to the ICLC, funds from the Educational Programs budget will be used to hire a full-time LTA for this computer lab. This will enable us to keep the computer lab open six days and four evenings per week. The college could not use this new lab without the ICLC and LT A. The college has not been successful in its efforts to raise funds to support either of these positions. Given the importance of this lab to the biology instructional program and its capacity to generate a substantial amount of new FTES, I ranked the ICLC as one of the top two priorities in Educational Programs. The members of Cabinet agreed with my assessment of the importance of this position and placed it on the list of requests to be supported with growth funds.

Educational Applications Administrator: $25,000 from growth funds,

the balance from PFE funds. Last year we allocated one-time PFE funds to hire a full-time educational applications administrator to provide the technical support for Campus Pipeline (CP) and WebCT. This position was funded for one-year. CPC was not willing to make this position permanent until there was solid evidence that CP would be fully implemented. Based on the success of the pilot projects using CP and the plans to make it available to all students in fall, 2002, the critical role Dan Watkins has played in supporting faculty and students with the training and technical support for CP and the technical support for WebCT, and the potential of CP and WebCT to enhance the learning and success of students, I have made the permanent funding of this educational

applications administrator one ofmy top two priorities for Educational Programs. The job description for this position is attached. Without this position, we would not be able to provide adequate training or technical support to the student portal and web-based instructional initiatives that have been identified as essential components of the college's plan since Project Redesign.

DEFINITION

SANTA BARBARA COMMUNITY COLLEGE DISTRICT

EDUCATIONAL APPLICATIONS ADMINISTRATOR

Temporary until January 31, 2001

Under the direction of the Dean of Educational Technologies, directs the development and

implementation of the College's Educational Applications.

Performs project management, user support, training, and systems administration to design,

develop and implement strategies and procedures to administer WebCT and Campus Pipeline

(CP) systems. This includes responsibility for the coordination of: the overall management of

WebCT and CP applications; web content and content managers in CP; the WebCT/CP help

desk, and WebCT/CP user training. Additional responsibilities include: the maintenance of

enrollment data (course sections, logins and passwords); interaction with faculty, students and

staff to determine course requirements, content needs and desired output.

The position requires close coordination and collaboration with the Information Resources

Division (IRD) to ensure procedures for maintaining proper operation of WebCT and CP servers

(optimize, maintain, troubleshoot WebCT and CP software); coordinating database integrity,

security, optimization and backup; and working effectively with District user services, Web

development, and technical services staff to assure user information needs are met.

ESSENTIAL DUTIES/FUNCTIONS

Provide leadership and direction for the District's WebCT and Campus Pipeline (CP)

applications, policies and procedures. • Coordinate and implement content of the Web pages with faculty and campus administrators.• Facilitate use of various web communications components ( chat, bulletin board, white board,

video, conference, etc.)• Provide technical assistance for setting up instructional, student services, and administrative

components of the applications.• Establish policies, procedures and systems to support student e-mail.• Work with technology partners such as CP, WebCT and SBCC content managers m

developing and enhancing SBCC's CP and WebCT web presence.• Work with marketing, technology and training staff in WebCT and Campus Pipeline.• Develop and conduct campus training programs for these products for faculty, students and

staff.• Coordinate with the Faculty Resource Center (FRC) for training in WebCT and CP

technologies.• Coordinate with the Staff Resource Center (SRC) for staff training.• Serve on the CP and Web Committees.• Establish and support passwords, procedures and processes for students, faculty and staff.• Test, maintain and manage all college links in Campus Pipeline and WebCT applications.• Generate usage reports on a regular basis.• Direct student and hourly employees.

Educational Applications Administrator

Page2

• Complete assigned projects in a professional and timely manner, according to district

standards and methodology.• Report on project status and progress as required.• Supervise, train, motivate and evaluate personnel.• Maintain budgets.• Perform related duties as assigned.

Work with technical staff within the Information Resources Division to: • Plan and implement software with campus web-based services;• Develop web standards and/or procedures for WebCT and CP users to be reviewed and

established by the district.• Assess workload implications and feasibility of new system requirements.• Prepare documentation of system functionality and use.• Develop a thorough and rigorous testing of software and database performance before new

applications are released into production.

EMPLOYMENT STANDARDS

Education and Experience: Any combination equivalent to: Bachelors Degree in Computer

Information Science or closely related field and three years increasingly responsible experience

in program management, software training and web development.

Knowledge and Abilities:

Knowledge of: • Advanced principles, practices and techniques of computer systems analysis, design and

applications programming;• Advanced database design concepts;• Software applications and programming languages utilized by the District;• District organization, operations, policies and objectives.

Ability to: • Design, test, maintain and enhance applications to support District educational technology

operations;• Goordinate complex applications implementation activities;• Perform a variety of difficult and complex applications administration duties;• Lead project teams;• Interact effectively with District faculty and staff to determine requirements, needs and

desired outcome;• Establish and maintain cooperative and effective working relationships with others;• Work independently with little direction.

Sensitivity to and understanding of the diverse academic, socio-economic, cultural, disability,

and ethnic backgrounds of Community College Students.

To: CPC

From: Lynda Fairly Vice President

Date: March 19, 2002

RE: Staff Reorganization

This memorandum is to communicate to you my recommendations for a

reorganization of the administrative and support functions in the Continuing

Education division. The opportunity has been created due to the vacancy in the current Dean's position and Growth dollars being available to CE.

Budget: Growth dollars $51,111

Dean's position 103,050 (with Single benefits in the budget) Hourly Comp App Assistant 24,000

Total: $178,161

Proposed Budget: • Create a Coordinator I Technology position - Step 3 (max) - $59,284

(with benefits from the current Dean's position- Could need an additional$5,678 if individual needed Family benefit plan)

• Upgrade the Coordinator II (Purdie) position to Dean - $21,961• Upgrade the Coordinator I (Power) position to Dean - $32,938

• Increase the 4 Parent Child Workshop Directors (faculty positions) from

80% to 100% - $41,248 (includes 6% increase)

• Convert 3 hourly clerical positions to half-time permanent with half-time

benefits $11,670

Faculty salaries for growth: $11,060

The Continuing Education Division use to have two Deans who had major responsibilities for maintenance and operations of either the Schott Center or

the Wake Center. Each had to supervise on-going repairs and construction

projects. As these sites have aged and have not received the attention needed, it has become a major project and time commitment. The two

proposed Deans are individuals currently on staff who have proven themselves

to be capable of handling administrative responsibilities. Both need little

supervision and make excellent decisions independently.

In addition, each will take on increased responsibilities for their site and for the overall program of Continuing Education. Attached are lists of their job

responsibilities.

The new Coordinator I - Technology position will have overall responsibilities for all "Computer Technology" for CE in addition to the programming of over

175 classes each term.. A job description is attached for that position.

Clerical Positions: Currently we have had for over 20 years, a 19 ½ hour temporary position for each programmer. These people juggle their schedules so not to violate the 19 ½ hours on 195 days. They are not temporary and the CSEA knows it. This is an opportunity to make them "legal" with a truly

minimal cost.

Program Coordinator - Technology (Coordinator I), Continuing Education

The position of Program Coordinator - Technology, CE is an Educational Administrator contract position.

Essential Functions of the Position:

The Program Coordinator is responsible for the supervision of the Computer

Application classes. In addition, classes in Cooking, Home, Fitness and Sewing. Specific responsibilities include: • Technical management and overall coordination of technology for division• Planning, implementation and evaluation of all computer related instruction• Coordination of the identification and implementation of new technology

projects, e.g. Registration• Supervision of the LT As and hourly Wake Center computer coordinator in

Computer Application classesCoordinate with Network Administrator so that LT As receive basic networktraining and overview of the Wake classroom network.

• In-service of all Computer Application instructors on a regular basisCoordinate with Network Administrator for essential topics to be covered asneeded. A handbook is already available.

• Oversee maintenance of computer equipment• Maintain a list and oversee payment for all software licenses for PC and

Mac machines.• Coordinate with Network Administrator

Provide Network Administrator with list of events requiring the use of thecomputer rooms for outside venues. Meet with Network Administrator toreview classroom or technology issues.

• Inquire within the community in regards to the needs for new ComputerApplication classes. Integrate with Director of Business Outreach. Involve

- Network Administrator in creation of new classes to be sure software andhardware available is compatible.

• Coordinate with other programmers in regards to use of Wake facilities­need for current software licenses.

• Maintain a list of software applications licensed by the Wake and Schott

Centers used in the classrooms.• Hiring, supervising and evaluating instructional and instructional support

staff• Supervising the implementation of CE policies and regulations• Maintaining program budgets• Developing and implementing curriculum in designated areas• Preparing specialized reports

• Serve as representative for the division to community groups, and meet

with individuals and community groups to discuss participation and program

ideas• Supervise clerical support, Computer coordinator, LT As, f acuity• Maintains lists of computer replacement inventory• Assists Vice President in development of Technology Plan for CE

Job Description Parent Child Workshop Director

The parent child workshop director is a tenure-track 100% faculty position with the foUowing responsibilities:

> Provide supervision and leadership for a cooperative community of continuing educationstudents (parents), children, staff and volunteers.

> Plan and conduct a 2.5-hour evening parent education class each week.> Supervise a morning preschool and parent education program, which includes as many as 49

children and 15 parents per day.> Work with parents to help them plan and deliver an exemplary and developmentally appropriate

educational curriculum for preschool children.> Provide ongoing parent and family guidance.> Responsible for the management and operation of a safe and licensable facility.> Coordinate with collaborative agencies.> Liaison with community educational resources.> Maintain the legal, safety, health and attendance records of the school.> Interface with representatives of licensing, fire, health, insurance, governmental and other

community agencies.> Train and advise the workshop's board of directors.> Ensure compliance with the legal requirements to maintain the non-profit corporation status of the

parent child workshop.> Oversee the community outreach, fundraising and alumni activities of the workshop.> Participate in faculty departmental meetings and procedures.> Maintain professional affiliations and participate in professional development activities.

Essential to the performance of duties is:

> Ability to provide an optimal environment for children's growth.> Ability to organize and develop an educational program for adults, working with individuals,

small and large groups and meeting the needs of new and veteran parents alike.> Knowledge of current child development tenets and appropriate guidance measures.> Ability to relate effectively to people with diverse cultural, linguistic, socioeconomic, academic

and disability backgrounds.> Ability to identify, respect and nurture the strengths and growth potential of parents.> Ability to inspire and involve parents in all aspects of the workshop program.> Physical stamina and good health to carry out a dynamic program.

Desirable qualifications are:

> Successful experience teaching preschool aged children, preferably in a cooperative workshop.> Ability to work with a lay board of directors and supervise fundraising activities.> Experience in licensing requirements and procedures.> Knowledge ofbusiness practices.> Demonstrable computer skills.

Dean for Wake Center Student Services and Vocational Development

The Dean of Continuing Education, Wake Center, is responsible to the Vice President of Continuing Education. The Dean will supervise the day to day operation of the Wake Center staff and facility. Program areas of responsibility include: provide leadership for the STEP Noncredit Matriculation program, provide leadership for Core related work based programs, provide leadership for development of entry level training and supervise all Student Service functions.

Responsibilities include:

Director of the STEP Program, Noncredit Matriculation Manage Orientation/ Advisement/ Assessment for noncredit students Supervise STEP Special Program Advisors Grant management Guideline implementation for Noncredit Matriculation Budget responsibility Community Outreach Supervise student flow process from noncredit to the credit program Oversee database to record Individual Educational Career Plans and tracking Conduct Career related staff development Provide administrative leadership to develop innovative collaborations with the credit program Develop and update "ladder document" with credit program

Core program (programs that serve a similar population: Adult High, ESL, Citizenship, Vocational, Student Services) Coordinator Provide Leadership in the Research and Development of entry-level programs Develop a plan for outreach and retention Coordinate work based activities for ESL, Citizenship, Adult High School and vocational programs Supervise Core Marketing Coordinator Develop and maintain community distribution list for program marketing Develop combined brochure to market Core

Management and Coordination of Jail Program Insure balance of offerings Provide STEP Advising Liaison from SBCC to County Sheriff Dept.

Supervise Adult High School Counseling Program Policy development and implementation Cross train AHS Counselor and credit AHS Counselor Transcript evaluation coordinated with credit program Oversee the development of data based record keeping Manage student population less than 18 years of age Implement upcoming Exit exam Improve procedures for credit AHS students Develop "Exit literature" for high school students leaving the district unsuccessfully Coordinate polices and procedures with the Secondary School District Provide staffing to Learning Center Graduation Ceremony

Supervise the GED testing program Implement new federal regulations Coordinate in-service for Adult High School instructors on GED materials Expand testing sites Advertise changes in testing to the public

Graduation Ceremony

Supervising Support Staff Hire/supervise/evaluate support staff Supervise Manager of front office operations Encourage Professional Development Monitor work distribution Attend to Student Grievances Oversee the Registration process for the Wake campus Public Relations and Customer Service

Supervise the Wake Center Facility Oversee grounds and Maintenance Hire hourly staff Manage facility requests Parking issues Safety issues Equipment updating and repair Scheduling

Supervise the CalWORKs program Oversee policies and procedures Coordinate services with Dept. of Social Services Oversee budget distribution Mediate student complaints

Liaison to the Workforce Resource Center Author, negotiate and up-date Memo of Understanding Provide staffing to the WRC Serve on Partnership Committee Serve on the WRC Consortium Manage approval of SBCC Job Training Programs in collaboration with Vocational Dean Facilitate the implementation of Individual Training Contracts using Workforce Investment (WIA) dollars to the credit program.

Additional Duties

Supervision of Margo Brown and Maria Antunez, Barbra Louis

Supervise Marketing Coordinator

Take on Leadership for the Development of entry- level job training in noncredit

Participate in the Development of credit entry-level job training programs

Coordinate all work based training classes and programs with the programmers

Supervise Wake Center facilities and staff

Manage can coordinate the Jail program

Facilitate the implementation of WIA contracts for credit vocational programs

Rationale for vocational program development

This organization will further define our resources to the community in the area of entry level employment. This plan provides a point of entry for job training, through the STEP program, from the perspective of the student, the potential student and for the employer. This structure will build a stronger and clearer flow of functions between the credit and noncredit program for work based learning programs. This structure reflects an understanding of our student population, their diversity and their needs.

The college should look to the noncredit program to research and develop work­training programs that have traditionally not been offered in a college setting. It probably costs less to do this through non-credit and then once a program is developed IF it is successful and IF it is appropriate, it can move to credit.

Example CREATE program. If we had been in on the development we could have marketed the program. I believe we would have suggestions on where how and when the program should be offered. The program only has two students in it now. We know the population that enters occupations that have not had formal training programs. I believe our expertise would help structure student access.

LEARN TO EARN This is another example of a credit program that could have been "field tested" through noncredit. We have sent several students to this program. We have the flexibility to make changes that could have adapted the curriculum to allow for greater student success.

• Noncredit students are interested in vocational training• The Adult High School and GED programs go hand in hand with vocational

training.• Credit vocational programs require an English eligibility that becomes a barrier

Committee/Community Affiliations:

Enrollment Management

Cross-functional CalWORKs Workforce Resource Center Partnership Team and Consortium

BAT/CAST Dept of Social Service policy review Welfare Reform Community Partnership (attended by staff)

AACE sub-committee for non-credit Matriculation AACE conference

Community Resource group monthly luncheon United Way representative for Continuing Education

Healthy Start (attended by staff) Housing Authority Advisory Committee (attended by STEP staff)

Relationships with over forty community non-profits

Dean of Continuing Education- Schott Center

The Dean of Continuing Education, Schott Center, is responsible to the Vice President of

Continuing Education, for the development, supervision and evaluation of specific program

areas to include, Fine Arts, Music, Crafts, Environmental Education, Photography and

Performing Arts. In addition, the Dean supervises the day to day operation of the Schott

Center, supervises the support staff, recruits, interviews, hires and evaluates instructors,

works with community groups to develop co-sponsored programs, supervises the Trips and

Tours program, works with the Vice President on fundraising projects, oversees the A/V

department and is responsible for the Faculty Art Exhibit and the Annual People's Fair.

Programming Responsibilities Curriculum development: • Review curriculum for Fine Arts, Crafts, Environmental Education, Photography and

Performing Arts.• Work with instructors to explore new programs and directions.• Develop a sequential curriculum in programming areas in order to encourage students to

transfer to the credit division where appropriate.• Measure success of the curriculum using student evaluations.

Faculty • Solicit and review applications from potential instructors.• Interview potential new instructors.• Hire new instructors 3 times each year: review curriculum for new class(es), discuss

scheduling details, prepare class description, review policies and procedures, review

Human Resources employment papers, tour campus where appropriate.• Follow-up to confirm that application packet is completed on schedule.• Discuss and confirm materials and/or lab fee for class, explain reimbursement

procedures.• Hire and supervise LT A's for Fine Arts and Craft classes.• Work with Faculty Classroom Coordinators, includes regular meetings and program

evaluation.

Schedule Classes • Program 170-180 classes for fall, winter and spring terms: 60 for summer. This

includes developing 30 to 40 new classes each term.• Interact with approximately 100 instructors every term to confirm teaching

assignments, details of the class(es), fees, times, locations, changes in descriptions etc.• Arrange and confirm locations for all classes .• Review and edit new class descriptions .• Supervise input of class information into the computer .• Develop fliers where appropriate .

• Confirm consultants, as many as 15 to 20 per term, submit appropriate paperwork.• Oversee arrangements for class field trips out of town.• Edit copy of the schedule of classes.• Provide instructor photo suggestions and information.• Arrange workshops, seminars and symposia when appropriate.

Materials and equipment • Coordinate ordering of materials for classes.• Evaluate equipment needs for classrooms, research prices and availability, prepare

orders.• Supervise audio/visual set-ups for classes, consult with A/V tech on purchasing new

equipment.• Coordinate scheduling of all equipment set-ups in classrooms.

Cosponsors • Develop a co-sponsor relationship with community groups to offer special classes and

programs.• Includes working closely with:

Santa Barbara Museum of Art- member of the Education Committee Community Environmental Council Santa Barbara Botanic Garden Santa Barbara Museum of Natural History City of Santa Barbara City Water Department Sustainability Project University of California Natural Reserve System University of California Inter-Disciplinary Humanities Center Land Trust

• Member of the steering committee of EFS (Education for Sustainability).

Develop Trips and Tours Program • Develop a travel program for Adult Education students when appropriate.• Evaluate programs, select destination, solicit, review and select RFP from travel

company.• Select instructor to lead program and develop curriculum and itinerary.• Supervise registration for the tour, schedule pre-departure meetings.• Collect registrations, handle individual requests for travel arrangements, room

requests and other needs of participant.• Evaluate program, instructor and arrange reunion meeting.

Administrative Responsibilities

Personnel: • Hire, supervise, evaluate support staff.• Oversee main office operations, monitor work distribution and work schedules for

mornings, afternoons and evenings as well as Saturdays.• Handle student, staff, faculty grievances.• Supervise public relations with the community.• Supervise safety issues on campus, handle and report accidents and emergencies.• Hire and supervise training of student workers.

Facilities and Operations • Supervise day to day operations of the Schott Center facility.• Supervision of new projects at the Schott and Wake Centers.• Supervision of audio/visual services, oversee scheduling, ordering of equipment and

set-ups.• Supervise and coordinate work schedules for maintenance and grounds personnel.• Assist Vice President with development of complete long-term facility plan for Wake &

Schott Centers.• Supervision and co-ordination of off-campus sites.

Fund Raising • Assist Vice-President with fund raising activities.• Gather ideas from staff, students and instructors for specific projects.• Meet with instructors to discuss their needs in development of remodeling plans.

Supervise Audio Visual Department • Coordinate AIV maintenance and repair at Schott and Wake Centers.• Oversee AIV set-ups and equipment use.• Coordinate research and ordering of new AIV equipment.• Supervise scheduling of AIV support staff.• Maintain annual inventory of AIV equipment.

This is a unique position in that responsibilities are very diverse and include oversight of 90 instructors, supervision of approximately 175 classes as well as supervision of the day­to-day operation of the Schott Center campus and staff.

Dean of Continuing Education- Schott Center

Staff Supervision Everette Kerr-Off ice Manager, Schott

Marge Phillips- Secretary, Schott

JoAnn Kirby- Int. Typist Clerk, Schott

Christine LeBon- Saturday Off ice Clerk

Mervin Kerr- Sr. Custodian

George Holguin- Groundskeeper

Oliver Hamilton- Audio/Visual Technician

Rudy Marquez- Night Custodian

Lesa Sorensen-Joseph- Asst. Public Information Specialist

Justin Valle- Student Worker

Budget Responsibilities Manage Fine Arts, Crafts, Environmental Education, Photography, Performing Arts budgets

Manage Schott Center Budget

Fund Raising

Work with V.P. to identify and implement fundraising projects.

Facilities Coordination

Chuck Diedrich

Oversee new and remodeling projects at Schott and Wake.

Work with hourly consultant on plans.

Programming

Lesa Sorensen-Joseph

Schedule 170-180 classes per term

Develop 30-40 new classes each term

Prepare all information for schedule of classes in assigned areas.

Faculty Supervision Lesa Sorensen-Joseph- Assistant

Supervise 90+ instructors.

Hire, Evaluate

Assist with day to day classroom issues.

Co-ordinate requests for supplies

Develop specialized workshops in Fine Arts & Crafts.

Hire and supervise L TA's in each programming area.

Trips and Tours

Lesa Sorensen-Joseph- Assistant

Supervise AIV dept.

Oliver Hamilton - AIV Tech

Justin Valle- student assistant

Classroom Coordinators

Janice Lorber- Jewelry

Lorraine Van Hecke- Stained Glass

Barbra Loebman- Ceramics

Cathy Quiel- Fine Arts

Main Office Supervision

Everette Kerr-Office Manager, Schott

Marge Phillips- Secretary, Schott

JoAnn Kirby- Int. Typist Clerk, Schott

Christine Le Bon- Saturday Off ice Clerk

Facilities and Grounds

Mervin Kerr- Sr. Custodian

George Holguin- Groundskeeper

Rudy Marquez- Night Custodian

Luis Gomez- Night Custodian

Classroom Set-Up AIV Requests

Marge Phillips- Secretary, Schott

Vice President, Continuing Education -Change in Responsibilities

• Increased fundraising for site improvements - individual classrooms at both

sites

• Development of Technology Plan with new Coordinator

• Development of Facilities Plan with Dean

• Additional Community relationships developed for creation of short-term

vocational, community seminars and additional technology centers

• Staff development specific for AE

• Increased coordination of programs with Credit division

• Identify and develop grant applications

Fiscal Year 2001-02 Salary Increase Calculation

Effective January 1, 2002

Growth rates - based on FY 00-01 Recalculation Apportionment January 30,2002

Total growth revenue

Total available to allocate

credit non-credit

% salaries and benefits

New faculty (based on current faculty salary, taxes and benefits) Credit 2.55% 18,355,831

non-credit 1. 70% 2,999,004

full-time faculty requirement amount per full-time position $

209.4 87,659

2.55%

2.55% 1:70%

$ ,979,728

87.950%

468,949 51,111

subtotal

5.35

Non-teaching support 1% 17,509,306 1?,5,093

subtotal available

Simplified formula for increase Percentage of available growth funds

Allowance for salary increases

subtotal

Funds available for growth related expenses

Salary increase

Growth available for increases

Partnership for Excellence

1%

Additional increase

428,571

166,513

COLA

Subtotal

670,000

Subtotal

Total

Credit Adjunct supplemental increase

Total credit adjunct increase

-1-

0.39%

3.87%

4.26%

1.56%

5.82%

0.28%

6.10%

10.40%

16.50%

861,666

520,060

695,153

166,513

100%

�66,513

Use of Growth$ FY 2001-02 Revised Jan 30, 2002

Growth funds FTES space total

Uses New faculty

979,728 18,618

998,346

Credit 468,949 } Non-credit 51,111

Salary Increase faculty (55%) 91,582 staff (45%) 74,931

Custodian 41,000 Technology 50,000 HR tech staff 52,000 Dan Watkins 25,000 LSG lab coord. 50,000

904,573

-2-

total faculty 611,642 68%

G:\Accounting\Negotiations

File: specific salary increase %.xis

Sheet: Cost of Comp

3/18/2002

SANT A BARBARA COMMUNITY COLLEGE DISTRICT

Cost of District Compensation Proposals

January 2002

USES: Total Instructors Classified Mgmt Cont Ed Salaries Emplolees Adjunct

6.14% 2,198,900 1,190,300 546,200 318,600 143,800

10.4% Adjunct Faculty 562,400 562,400

18.3% Cosmetology 21,100 21,100

3.5% Cont Ed 83,900 83,900

Longevity 83,800 45,000 38,800

Dept Chairs 16,000 16,000

Post-Retirement 8,000 8,000

Adjunct Doctorate 6,000 6,000

2,980,100 1,848,800 546,200 357,400 227,700

Benefits STRS Contribution 8.25% 152,500 152,500

PERS Contribution 1.72% 19,400 9,400 6,100 3,900

Social Security 6.20% 70,200 33,900 22,200 14,100

Medicare 1.45% 29,800 13,400 7,900 5,200 3,300

W/C Insurance 1.25% 37,200 23,100 6,800 4,500 2,800

Unemployment 0.13% 3,900 2,400 700 500 300

Benefits 440,600 177,900 203,100 59,600 0

UT Disability Insurance 26,000 14,800 7,300 3,900

Managers Training 20,000 20,000

799,600 384,100 269,100 122,000 24,400

Total 3,779,700 2,232,900 815,300 479,400 252,100

eEBCE�IAGEl�CBEASE

2001-02 Baseline Budget- 0.00% Cola Salary & Fringe 42,373,600 22,591,300 11,101,400 6,068,500 2,612,400

Increase as a % of Baseline Budget 8.92% 9.88% 7.34% 7.90% 9.65%

-3-

Contingency Reserve

Fund Balance

Beginning FY 2001-02 Unallocated Partnership

Limited Term Positions

Energy Projects Banked TLU's (undesig)

Undesignated

Use during FY 2001-02 (Appropriated) Partnership Limited Term Positions

Energy Projects

Results of Operations Current Year Growth

Half Adjunct Specific Funds

Half Tuition Increase Half Partnership

Half COLA Projected App Savings

Ending Fund Balance Jan 1 , 2003 pay increase

Matriculation

Benefit Reserve Limited Term Positions

Transfer to Capital Funds

Beginning FY 2002-03

Benefit Reserve

Limited Term Positions

(millions)

2.8

1.3

0.7

1.0

0.5

0.2

3.7

1.3

0.2

1.0 2.5

1.6

0.4

0.4 0.4

0.8

1.8 5.2

2.0

0.2

0.6

0.5

3.3

3.1

0.3

0.3

0.6

-4-

STATE OF CALIFORNIA

CALlFORNIA COMMUNITY

COLLEGES CHANCELLOR'S OFFICE

1102 Q SlREET

SACRAMENTO, CA 95814-6511 (916) 445-8752HTTP:/ /www.cccco.Enu

March 1, 2002

TO: Presidents, Boards of Trustees Superintendents and Presidents Presidents, Academic Senates Presidents, Student Body Organizations

FROM: Thomas J. Nussbaum Chancellor

SUBJECT: District Review and Recommendations Regarding the System's 2003-04 Budget Request-Please Respond by April 19, 2002

During the past several years, we have asked distric_t governing boards, through their shared governance processes, to provide input regarding the system's proposed budget requests. We are doing so again this year, but want to make your response easier to provide, and want to build upon the input we have collected from you in prior years.

As you know, during recent years we have been using various long-term policy documents­notably the 2005 Strategic Response, and the New Basic Agenda-as the basis for many of the particular requests within our system budget proposal. During recent years, we have asked district governing boards to evaluate these policy directions on a year-to-year basis. In large part, the vast majority of districts who have responded have consistently validated these long-term directions and funding requests. Having collected these responses, we will apply this information, as well as information you provide this year, in_our development of the system's proposed budget for 2003-04.

Each governing board is requested, though its shared governance processes, to work with its chief executive officer(s), faculty, staff, students and local constituencies in the development of budget recommendations that will provide input that will help shape the 2003-04 system budget request. We are asking for your views regarding the attached listing (Attachment #1). In this reg please let us on your Response #2) if you advocate aapproach or want areas considered.

The Board of Governors, through its Budget and Finance Committee and as a whole Board, will

take an active role in overseeing the development of the system's budget package. Your input will be shared with both the Board and the Consultation groups as we seek to develop an

improved budget package that is more compelling and more integrated.

Please provide your district's response by April 19, 2002 (Friday). We have provided a form for your response, and this letter and form will be posted on the Chancellor's Office web site (see web site address above, Executive Division home page).

If you need further information about the process or the budget, please contact Patrick Lenz, Executive Vice Chancellor, at (916) 322 4005.

Cc: Board of Governors

Members, Consultation Council

Attachment #1

District Review and Recommendations Regarding System Budget Requests

With respect to the following requests, would appreciate your views as to the issues that are identified:

1. Access: The system's 2005 Strategic Response ca11s for the system to restore a level of access to a participation rate of 73/1000, meaning that the system will have to grow in FTRS by 4%per year between 1996-97 and 2005-06. This 4% has been requested each year, except for 2001-02, when we requested 3 ½%. During the last six cycles we have received funding for 4%, 3%, 3%, 3 ½%, 3 ½%, and 3% respectively. In the current year (2001-02), about half of the districts have grown beyond their caps, and we anticipate significant unfunded enrollment growth for the system as a whole.Issue: Should the system continue to seek 4%/or enrollment growth in 2003-2004?'

2. Cost of Living Adjustment: Statute (Education Code Section 84750) calls for the community colleges to be provided an annual inflation adjustment in accordance with an index specified in the statute. The system has regularly requested this statutory inflation adjustment, but there were four years during the first half of the 1990's that none was provided. The statutory COLA has been provided each year since 1995-96. As to the 2000- 2001 budget, the State funded a "COLA plus l." For 2001-2003, we began to move away from the request for the statutory COLA; instead, we have requested funds for "Compensation, Goods, and Services." As part of this request, we requested $75 million for ''Part-Time Faculty Compensation," and the State provided $57 million for this purpose. In addition, we have requested that the Partnership for Excellence, the Part-time Compensation program, anct other programs be included in the programs, which receive this "compensation, goods, and services adjustment."Issue: Should the system continue to seek funds for "Compensation., Goods, and Services"(in.eluding Part-Time Faculty Compensation) or should some other approach be pursued?

3. Equalization/ Ensuring Student Success Statewide: With the implementation of Program­Based Funding in 1991, the system has regularly requested funding for equalization. In addition, funding regulations of the Board of Govemors call or a portion of ••program improvement" revenues to be distributed for purposes of equalization. During the past several years, the State has not funded the system's requests for equalization or program improvement. The system has continued to seek equalization funding, but since the mid-1990's has not sought program improvement. For 2001-2002 and 2002-03, the system has pursued a slightly different approach to this issue. For 2002-03, the system has requested $25 million as a part of a multi-year effort to ensure that a comparable level of funding is available to each student, no matter where she or he is attending. These funds would be allocated more on the basis of equalizing the revenues per FTES rather than on equalizing in accordance with program formulas. In addition, districts would be required to apply the funds to make improvements in key areas identified by the system (workforce preparation, more full-time faculty, etc). The State did not fund this approach in 2001-02, and the Governor has not P,rOpsed sue� funding for 2002-03.Issue: Should the system continue to seek equalization/ensuring student success statewide funding in 2003-2004? Should equalization be on the basis of per FTES funding or should it be on the basis of program-based funding regulations? Are there other components that should be considered to make this proposal more compelling to the Administration and the Legislature?

4. Partnership for Excellence: The 2005 Strategic Response calls upon the State to provideadditional funding to community colleges to enable us to move to within $1500 of thenational average in funding per student by 2005. In return, the system will make thecommitment to improve its performance on the critical student outcomes within its mission.The system developed the "Partnership for Excellence" 1998-99, proposing that funding forthis program be increased by $100 million per year, compounded, until 2005-06. Thisinfusion would increase the system's base revenues by $700 mimon, a significant portion ofthe funding needed to close the gap on the national average. For 1998-99, the State fundedthe Partnership at $100 million, and for 1999-2000 it was funded at $145 million. For 2000-2001, the State funded a $155 million augmentation, bringing total funding to $3Q0 million.For 2001-2002, the system sought an augmentation of$100 million, but none was received.The system has again requested a $100 million augmentation for 2002-03. As a part of the "compensation, goods, and services" request. We are also seeking a "COLA" adjustment to,_the $300 million currently in the program.

Issue: Should the system continue to seek $100 million per year, compounded, for thePartners hip for Excellence?

5. Human Resources: Over the years, the system has proposed a number of different ways ofstrengthening its human resources. Early in the 1990's, program improvement fonds enabledthe hiring of more full-time faculty. During more recent years, the system requested specificfunding to enable the hiring of more full-time faculty, but these proposals were not funded­With the Partnership for Excellence, many districts have been using a portion of these fundsfor more full-time faculty. During recent years, the system has also requested large increasesin the Staff Development Fund and the Faculty and Staff Diversity Fund. The state has notfunded these requests. For 2002-03, the system requested another $57 million for part-timecompensation and $10 million for a faculty internship and recruitment program. Neither ofthese augmentation requests has been included in the Governor's Budget. However, theGovernor has proposed the elimination of the $5 million Faculty and Staff DevelopmentProgram, and we are strongly advocating against this proposed reduction.

Issue: Should)he system continue to seek funds to strengthen human resources in2003-2004; and if so, through what mechanism(s)?

6. Student Outreach and Access: The system has regularly sought funding to ensure allstudents can succeed. In the main part, we have sought separate augmentations for thevarious categorical programs: EOPS, DSPS, Puente, MESA, Matriculation, �tc. Beginning in2000-200 I, we combined a series of separate requests for these programs into a single budgetproposal calling for a very sizable $27.9 million) augmentation. For 2002-03, we requestedaugmentations of about $6.5 million for these programs. The Governor, in his proposed-,budget, has recommended a $26.8 million reduction to the Matriculation Program, a $58million reduction to the Cal WORKS program. We are strongly advocating against theseproposed reductions.

Issue: For 2003-04, should the system continue to seek funding for student outreachand access, "continue to oppose any reduction in base funding for these ,,

programs, and should it continue to combine separate requests into a single proposal?

7. Telecommunications and Technology: Since the mid-1990's, the system has beenrequesting funding to establish a telecommunications infrastructure. In addition, it hassought and received separate �nding for instructional equipment, library resources, andPlan" that will guide the build-out of the infrastructure and support future budget requests.been used to support the system's augmentation request of $94.6 for 2001-2002. This requestwas not funded. For 2002-03, the system has requested $48 million for this pmpose. TheGovernor did not propose funding for this pmpose in his 2002-03 Budget.Issue: Should the system continue to request funding for technology consistent withthe adopted Technology II Plan?

8. Economic Development and Workforce Preparation: Since the early 1990's, thesystem has requested funding to expand its programs of economic developmentand workforce preparation. Virtually all of these funds are allocated to districts onthe basis of competitive grants. Major funding augmentations were provided in1996-97 and 1997-98. For 2001-2002, the system is sought an $11.7 n_:illjionaugmentation, but none was provided. For 2002-03, the Board of Governorsdeveloped a major workforce preparation initiative entitled, "Ladders of Opportunity."The system requested $72.9 million for this purpose, but the 'Governor did notpropose such funding in his 2002-03 budget. The Governor did propose to reducethe Economic Development program by almost $9 million, and we are advocatingagainst this reduction.

9.

Issue: For 2003-2004, should the system continue to seek funding for expanding itseconomic development and workforce preparation efforts, including the "Ladders ofOpportunity" initiative?

your district believes ta_ry need, the

an the method of distribution.

The of adopted the Tech Plan in September of 2000, and this has

The 2005 Strategic Response calls the developmentof a "Technology

STATE OF CALIFORNIA

CALIFORNIA COMMUNITY COLLEGES

CHANCELLOR'S OFFICE

· 1102 Q STREET

SACRAMENTO, CA 95814(916) 445-8752

http://www.cccco.edu

MEMORANDUM

ATTACHMENT #2

SYSTEM INVOLVEMENT IN 2003/2004 BUDGET PACKAGE

Please see Chancellor Nussbaum's letter dated March 1, 2002(posted on the Website) requesting

input and recommendations by April 19, 2002 for the 2003/2004 Budget Proposals. WHEN COMPLETED, RETURN ELECTRONICALLY VIA THE INTERNET TO: STATE OF CALIFORNIA, CALIFORNIA COMMUNITY COLLEGES, PATRICK J. LENZ, EXECUTIVE VICE CHANCELLOR AT INTERNET ADDRESS: plenz@cccco.edu

COLLEGE/DISTRICT NAME:

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No. TITLE ISSUE

1. Access: Should the system continue to seek 4% for D D D enrollment growth in 2003-2004?

2. Cost of Living: Should the system continue to seek funds for "Compensation, Goods and Services"(including Part-Time Faculty D D D Compensation), or should some other approach be pursued??

3. Equalization: Should the system continue to seek equalization/ensuring student success D D D statewide funding in 2003-2004? Should equalization be on the basis of per FTES funding, or should it be on the basis of D D D program-based funding regulations? Are there other components that should be considered to make this proposal more

D D D compelling to the Administration and the Legislature?

4. Partnership for Should the system continue to seek $100 D D D Excellence million per year, compounded, for PFE?

5. Human Should the system continue to seek funds to Resources strengthen human resources in 2003-2004; D D D

and if so, through what mechanism(s)? 6. Student Should the system continue to seek funding

Outreach & for student outreach and access? D D D Access

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Continue to oppose any reduction in base D D D funding for these programs?

Continue to combine separate requests into a D D D single proposal?

7. Telecommu- Should the system continue to request funding nications & for technology consistent with the adopted D D D Technolol!V Technolol!V II Plan?

8. Economic Should the system continue to seek funding Development for expanding its economic development and

D D D workforce preparation efforts, including the "Ladders of Opportunity" initiative?

9. Other List additional program areas D D D D D D

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Please provide comments and narrative r�sponses below in regards to the above issues or any

other issues you may have.

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SYSTEM INVOLVEMENT IN 2003/2004 BUDGET PACKAGE

PAGE 2-ATTACHMENT #2

Narrative Responses:

1. Access:

Comments:

2. Cost of Living Adjustment (Compensation, Goods and Services):

Comments:

3. Equalization:

Comments:

4. Partnership for Excellence:

Comments:

5. Human Resources:

Comments:

6. Student Outreach and Access:

Comments:

7. Telecommunication and Technology (Technology II Plan):

Comments:

8. Economic Development:

Comments:

9. Additional Issues:

3/18/02

Self Study Section VI. Assessing Institutional Effectiveness

As stated in the proposal for an experimental self study submitted to ACCJC, assessing institutional effectiveness is a critical component in monitoring and ensuring that the college is making progress towards and achieving the goals and objectives outlined in its mission and the 2002-2005 College Plan. The purpose of this section is to describe the approach that Santa Barbara City College has developed to assess its institutional effectiveness.

Institutional Effectiveness - Context, Definition, and Process

Context

Santa Barbara City College has a strong tradition in the area of institutional effectiveness. The college published its first annual institutional effectiveness report in 1993 (Santa Barbara City College, May 1993). The first report was "a culmination of the work .... in coordinating the many ongoing SBCC evaluation, planning, and resource allocation processes into a comprehensive accountability system, as specified by AB 1725" (p. 7).

The college's Mission statement provides the overall guiding framework for the college's comprehensive planning process, which was described in detail in the prior section of the self study. The goals and objectives included in the college plan provide the specific framework for the assessment of institutional effectiveness. Whereas the fundamental areas of emphasis for SBCC are set through its college mission, its plan and assessment of institutional effectiveness are shaped by the forces for change that will drive the college's functions and operations for the foreseeable future, as exemplified in the prior section. As Alfred et all (1999) point out, "community colleges will need to ensure that their effectiveness systems are flexible and dynamic" (p.5).

Definition

The college has followed the definition of institutional effectiveness reiterated by Alfred et all (1999) and originally stated by Ewell (1992): "the heart of any definition of institutional effectiveness remains the ability of an institution to match its performance to established purposes as stated in its mission" (p. 6). In addition, the measures of institutional effectiveness are developed taking into consideration the perspectives of various internal and external stakeholders and the need to for accomplishing goals within the limits of available resources (Cleary, 2001).

Process

As indicated earlier in the self study, the Director of Institutional Assessment, Research and Planning, in consultation with the President/Superintendent, the Cabinet and the College Planning Council, conducts an annual review of the measures of institutional effectiveness to ensure that they reflect the college's priorities, address the college's mission and state and regional accrediting accountability requirements, and reflect the most up-to-date research in the field (a list of references and resources reviewed is available at the end of this section). The development of a new college plan every three years provides the opportunity for a broader review by the college community of the measures of institutional effectiveness. As part of this self study, the President, the Cabinet, the College Planning Council and the Academic Senate were actively involved in the review and update of the measures.

The criteria used for selecting the measures of institutional effectiveness are: Related to mission and college plan. Reflective of the changes in relevant literature. The Office of Institutional Assessment, Research and Planning can obtain the information from the college student system, other college databases/sources or external sources. Most measures are quantifiable. The college community accepts the measures as valid.

Institutional Effectiveness - Measures for 2002-2005

The measures listed below are the result of the collective review and update process and represent the indicators that the college will track for the next three years to assess its institutional effectiveness.

The measures of institutional effectiveness are grouped under the major areas of the 2002-2005 College Plan:

Student Leaming, Achievement and Development Student Outreach and Responsiveness to the Community Faculty and Staff Governance and Management Applications of Technology Facilities Fiscal Support

Table 1. Student Learning Achievement and Development

Preparation of Applicants to SBCC ( distribution of results of English and Math placement tests)

Semester Number and % of Students on Academic Process Probation or Disqualification

Annual Successful Course Completion of Transfer Courses

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Table 1. Student Learnin2:. Achievement and Development Annual Successful Course Completion of Basic Skills Courses Annual Successful Course Completion of Vocational Courses Annual Successful Course Completion of English Skills Courses below ENG 100 Annual Successful Course Completion of Math Courses below MATH 100 Annual Successful Course Completion of Alternative Instruction Courses (i.e., online courses, weekend courses) Semester a.rid Cumulative Average and Median GPA of Full-time Students Progression through Basic Skills Sequence (English and Math) Completion of Basic Skills Sequence (ESL, English, and Math) Transition from Basic Skills to College Level Courses (ESL, English and Math) Continuing Education Students Graduated with GED or Adult Hi!!h School Diploma Persistence of Newly Matriculated Students Number of Degrees, Certificates and Skill Competency Awards (overall and in occupational programs) Degree Completion Rates (by cohorts; Vocational versus non-vocational Associate degrees) Student Right-to-Know Act Completion Rate - SBCC, CA CCs average Number of Transfers Number of Students Transfer Eligible Rates of Transfer Goal and Actual Transfer by Ethnic Groups Student Right-to-Know Act Transfer Rate - SBCC, CA CCs average Number of study hours per week in relationship to units enrolled (This measure is self reported in the Student Campus Experiences Survey administered once every three years). Number and% of courses with Web syllabi

Table 2. Student Outreach and Responsiveness to the Community AnnualFTES Fall Applications Overall Headcount (Credit and non-credit); Full-time, International Students, Students with Disabilities, EOPS Online enrollment Comparison of student ethnic composition to the make-up of the district Number and% of students economically disadvantaged

First-time students from district high schools High school student enrollment Enrollment in employer-based training, work experience and service learning, respectively Enrollments in courses offered through the Center for Management and Staff Development

Table 3. Faculty and Staff

Number and distribution by gender and ethnicity of applicants for full time faculty positions Number of Contract Faculty, Classified Staff and Administrators and Distribution by Gender and Ethnicity Number and distribution by gender and ethnicity of new hires

3

Table 3. Faculty and Staff

Opportunities for faculty and staff development (i.e., narrative plus numbers of staff and faculty, respectively, participating in SRC or FRC courses, Center for Management and StaffDevelopment, etc). % growth FTES compared to % growth for each of the following categories (categorically funded excluded):

- Permanent full time faculty- Permanent full time classified staff- Permanent full time administrators and managers

Table 4. Governance and Management Progress in implementation and deployment of iPortal and decision support system

Ratio number of com uters available on cam us er FTES rA_b _il -it _y _ t_o _ r_e_n_e _w _a _n�d�r-e _p_l _ac-e-te_c_h_n _o_lo_g_y _ e_q� u_ i _p�m-e_n_t_o_n_a _r _e _g _u _la_r_ b-as-i -s,-a-s measured

by: a) annual expenditures for technology replacement as a percentage of technology inventory; b) technology eq uipment reserve amounts for committed replacements and for contingency funding. Ability to fund new technology initiatives each year, as measured by dollar ex enditures for new technolo ro · ects over a five- ear histor . Ability to support and maintain instructional computer classrooms and labs, based on the ratio of instructional computer lab coordinators to the number of computers in such facilities over a five-year history. Ability of the institution to support and maintain its network and telecommunications infrastructure, based on the following measures: a) ratio of network administrators to number of network users and servers; b) percentage utilization of Internet bandwidth capacity; c) ratio of User Support and training staff in relation to total facul and staff. Ability to support 7x24x365 access to the college Web applications, as measured by the ercenta e of annual available "u -time" com ared to total hours of o eration.Availability of student services online (i.e., application, enrollment, access to grades, and information related to transfer, etc) and in computerized form (i.e., computerized

lacement testin ) (narrative)

Table 6. Facilities Square footage - total and instructional Percent utilization of instructional space Enere:v utilization/square foot Annual $ for maintenance/up keeping of facilities

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Table 7. Fiscal Support Average funding per FTES - SBCC, K12, CA CCs, UCs, CSUs

Revenues per FTES Expenditures per FTES State General Apportionment as % of Total Revenue Restricted Revenues as% of Total Revenue per Year Number of Permanent Employees per FTES Fringe Benefits ( excluding STRS and PERS) as % of Salaries STRS and PERS as % of Salaries Total Salaries and Benefits as % of Total Expenditures Instructional Salaries and Benefits as % of Total Expenditures COLA versus Consumer Price Index % increase (maintenance of purchasing power) Capital Outlay Expenditures as % of Total Revenue Fund Balance as % of Operating Expenditures

Foundation - total funds raised annually

References and Sources Reviewed

Alfred, R., Ewell, P., Hudgins, J, McClenney. (1999). Core Indicators of Effectiveness for Community Colleges. Washington, D.C.: Community College Press, American Association for

Community Colleges.

Banta, T. W., Borden, V.M.H. (1994). Performance Indicators for Accountability and Improvement. In V.M.H Borden and T. W. Banta (eds.), Using Performance Indicators to Guide Strategic Decision Making. New Directions for Institutional Research No. 82: San Francisco,

CA: Jossey Bass.

Burke, J.C., Modarresi, S., Serban, A.M. (1999). Performance: Shouldn't It Count for Something in State Budgeting?. Change, November/December, 31(6), 16-23.

Burke, J.C. (1998). Performance Funding Indicators: Concerns, Values, and Models for State Colleges and Universities. In J. C. Burke and A. M. Serban (eds), Performance Funding for Public Higher Education: Fad or Trend?. New Directions for Institutional Research No. 97. San Francisco, CA: J ossey Bass.

Cleary, T. S. (2001). Defining Quality Through the Eyes of Campus Stakeholders. Community College Journal, August/September, 41-47.

Council for Higher Education Accreditation. (2000). The Common Data Project. CHEA Occasional Paper, August. Washington: DC: CHEA.

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Ewell, P. T. (1992). Outcomes Assessment, Institutional Effectiveness, and Accreditation: A Conceptual Exploration. Resource Paper for the Council on Postsecondary Accreditation Task Force on Institutional Effectiveness (ERIC Document No. 343513).

McLeod, M. W.; Cotten, D. K. (1998). Essential Decisions in Institutional Effectiveness Assessment. Visions: The Journal of Applied Research for the Florida Association of Community Colleges, 2(1), 39-42.

Midlands Technical College. (1997). Managing Your Institution's Effectiveness: A User Guide. Washington, D.C.: The Community College Press.

Nichols, J. 0. (1995). A Practitioner's Handbook for Institutional Effectiveness and Student Outcomes Assessment Implementation. Bronx, NY: Agathon Press.

Ronco, S. L., Brown, S. G .. (2000). Finding the "Start Line" with an Institutional Effectiveness Inventory. Paper presented at the Annual Forum of the Association for Institutional Research, Cincinnati, OH, May 21-23, 2000.

Roueche, J. E., Roueche, S. D. E., Eileen E .. (2001). Pursuing Excellence: The Community College of Denver. Community College Journal of Research and Practice, 25(7), 517-537.

Roueche, J.E., Johnson, L. R., Roueche, S. D., & Associates. (1997). Embracing the Tiger: The Effectiveness Debate and the Community College. Washington, D.C.: The Community College Press.

Santa Barbara City College. (1993). Assessment of Institutional Effectiveness: First Annual Report on the Comprehensive Accountability System of Santa Barbara City College. May.

Serban, A.M. (2001). Institutional Effectiveness and Performance Funding for Community Colleges: Where Do Institutional and State Values and Priorities Converge? Presented at the Annual Forum of the Association for Institutional Research. Long Beach, CA, June 4, 2001.

Sorensen, James E. (1998). An Investigative Study on the Systematic Application of Effectiveness Indicators for Institutional Improvement in Northwest Community Colleges.

Sullivan, M. M., Wilds, P. C. (2001). Institutional Effectiveness: More Than Measuring Objectives, More Than Student Assessment. Assessment Update, 13(9), 4-6.

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